Foreign Language Vocabulary Learning Strategies: Patterns of use among college students
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Means, Standard Deviations of average VLS use by gender and language type
ABL CBL Total M SD N M SD N M SD N Female 2.86 .44 255 2.98 .44 33 2.88 .44 288 Male 2.74 .49 155 2.89 .44 48 2.77 .48 203 Total 2.82 .47 410 2.93 .44 81 2.83 .46 491 Table 44 shows the results of a two-way ANOVA test to investigate the main effects of gender and language type on overall VLS use and their interactions. It is indicated that 78 although female students’ average score of VLS use (M=2.88, SD=.44) was higher than male students (M=2.77, SD=.48) regardless of the language they learn, the difference was not statistically significant at the level of .05. (F (1,102.52) =3.70, p=.055, η 2 =.008). Language type, on the other hand, did have a significant main effect on VLS use, with a medium effect size (F (1,102.52) =5.80, p=.016, η 2 =.012). There was not an interaction between the two variables (F (1,102.52) =.12, p=.735, η 2 <.001). Table 44 Two-Way ANOVA for the effects of gender and language type on VLS use Source df MS F p η2 Language Type 1 1.221 5.802 .016 .012 Gender 1 .779 3.699 .055 .008 Language Type x Gender 1 .024 .115 .735 <.001 Major College major is believed to be a variable that contributes to the difference in VLS use. The majors of this sample were originally organized into five categories: science, engineering, humanity/liberal art, language, and business, with the intent of closely examine the group differences. However, in the factorial ANOVA procedures presented in this section, the two-category split of majors was adopted – Science and engineering versus humanity, liberal art, and business. Table 45 presents the means and standard deviations of each group by major and language type. Table 45 Means, Standard Deviations of average VLS use by major and language type ABL CBL Total M SD N M SD N M SD N Sci-Eng 2.72 .46 106 2.90 .50 34 2.77 .47 140 H-LA-B 2.86 .46 301 2.94 .39 46 2.87 .45 347 Total 2.82 .46 407 2.92 .44 80 2.84 .46 487 79 Table 46 presents the results from the two-way ANOVA indicating that there was not an interaction between major and language type (F (1,99.87) =.76, p=.384, η 2 =.002). Language type, like the case for gender, had a significant main effect on VLS use (F (1,99.87) =5.19, p=.023, η 2 =.011). College major, on the other hand, did not significantly affect VLS use (F (1,99.87) =2.25, p=.134, η 2 =.005). Table 46 Two-Way ANOVA for the effects of major and language type on VLS use Source df MS F p η2 Language Type 1 1.073 5.190 .023 .011 Major 1 .466 2.252 .134 .005 Language Type x Major 1 .157 .758 .384 .002 Course Level, Academic Level, and Heritage Learner Status Two-way analyses of variance were conducted for the variables of course level, academic level and heritage learner status, each variable coupled with the variable of language type. Although group differences in average score of VLS use did exist, these differences were not statistically significant. No significant interactions were found. Tables 47, 48, and 49 present the two-way ANOVA results for these three variables. Table 47 Download 1.08 Mb. Do'stlaringiz bilan baham: |
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